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Decode new words! Second graders practice decoding unfamiliar words while working with a partner. Under the eye of the teacher, pairs read passages, carefully read the comprehension questions, and answer them together. Finally, they answer questions on suffixes and word meanings.
Decoding words in connected text can make emergent readers really feel like they are great readers. They work as a class to sound out simple cvc words located in super short sentences. Tip: Extend this activity by having a variety of high frequency words available for individual learners to switch in and out of sentence frames. The whole class can work to gether to read each persons simple sentence.
Examine which syllable is accented in two and three syllable words by completing a worksheet with a partner. They review the process for writing complete answers to comprehension questions using proper paragraph structure. In their answers they describe the setting and the problem. In groups, they complete worksheets about story elements (not included).
Learn how to decode multi-syllable words with accented syllables. The whole class discusses the accent for two-syllable and three-syllable words. The worksheet mentioned is not included, but a teacher could create a list of grade-appropriate multi-syllable words as a replacement. A text comprehension activity ensues, and again, the text is not included, but any book could be used in conjunction with the script of questions provided.
Third graders participate in an activity in which they use phonetic decoding skills, specifically syllable division and accented syllables. They complete the packet by reading provided text and completing comprehension questions in written form. When deciding on the answers, they underline where they found the answers in the text.
Practice blending letters together to make the words learners are reading. They decode words familiarized with the concept of blending. This instructional activity utilizes the Body-Coda method of blending developed by Lloyd Eldredge. Each child receives a copy of the book, Tin Man Fix-It.
Second graders focus on accented syllables while completing a decoding word activity while working with a partner. During the text comprehension section, they examine major and minor characters in a story passage. In the student practice section, partners work on a Speed Drill Chart to increase their fluency levels.
Third graders examine and demonstrate a variety of methods to decode and comprehend text. They listen to a teacher-led lecture regarding syllable division and accented syllables, read a passage with a partner and answer discussion questions, and discuss the answers with the class.
Students increase their reading fluency through the use of various strategies. After reviewing decoding, chunking and rereading, students complete an initial read of a novel text. Working with a partner, they read complete a timed assessment of their words read per minute.
Third graders learn that in a two-syllable word the first or second syllable can be accented while in a three-syllable word one of the syllables will be accented though it can be the first, second, or the third syllable. They then pronounce each word from a list together and identify the accented syllable.
Review how to decode words and practice repeated readings for fluency. Kids review the cover-up method as a way to decode unknown words and then practice reading sentences for fluency and short passages with partners. They record their one-minute reading times and complete the included Fluency Literacy sheet for their partner. Assess using running records.